scholarly journals Teachers’ Self-efficacy Beliefs: The Relationship between Gender and Instructional Strategies, Classroom Management and Student Engagement

2015 ◽  
Vol 12 (1-2) ◽  
pp. 19
Author(s):  
Frederick Kwaku Sarfo ◽  
Francis Amankwah ◽  
Francis Kwame Sam ◽  
Daniel Konin
Keyword(s):  
Student Engagement ◽  
Classroom Management ◽  
Instructional Strategies ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
The Relationship

scholarly journals The Impact of Practicum on Pre-Service EFL Teachers’ Self-Efficacy Beliefs: First Step into Professionalism

2021 ◽  
Vol 9 (4) ◽  
pp. 223-235
Author(s):  
İlknur Eğinli ◽  
Mehdi Solhi
Keyword(s):  
Student Engagement ◽  
Classroom Management ◽  
Instructional Strategies ◽  
Self Efficacy ◽  
Null Hypothesis ◽  
Efficacy Beliefs ◽  
Effect Sizes ◽  
Efl Teachers ◽  
Practicum Experience ◽  
The Impact

This study sought to investigate changes in pre-service EFL teachers’ self-efficacy beliefs before and after the practicum experience at school. The data were collected using the same 24-item teacher sense of efficacy (TSE) scale. Three null hypotheses were formulated based on the subcategories of self-efficacy in the study (i.e., self-efficacy in student engagement, self-efficacy in applying instructional strategies, and self-efficacy in classroom management). The Wilcoxonsigned rank test runs on the pre-practicum and post-practicum results suggested that the null hypothesis that practicum would not bring about any change in student engagement should be rejected. According to the second null hypothesis, there would be no significant difference between pre-service EFL teachers’ pre-practicum and post-practicum self-efficacy in applying instructional strategies. Results indicated that we should reject the second null hypothesis, too, implying that pre-service teachers’ scores in this construct have also been significantly different from each other in the pretest and the posttest. The last hypothesis of interest was if pre-service EFL teachers’ selfefficacy in classroom management changes due to practicum experience. The data gathered implies that we should reject this hypothesis, possibly in favor of the premise that our practicing pre-service EFL teachers have made positive gains in their classroom management ability. If we compare the obtained results based on the effect sizes that we have calculated for them, although all of them are strong effect sizes, we can say that the pre-service EFL teachers’ self-efficacy has improved first in classroom management (r = 0.77), second in applying instructional strategies (r = 0.71), and third in student engagement (r = 0.622). The findings of the study are discussed in the light of implications to the language teacher education programs and the development of practicum experience.

scholarly journals EFL TEACHERS’ SELF-EFFICACY BELIEFS AND THEIR (NON)-COMMUNICATIVE INSTRUCTIONAL PRACTICES

2021 ◽  
Vol 32 (2) ◽  
pp. 267
Author(s):  
Marzieh Sadat Mirmojarabian ◽  
Ehsan Rezvani
Keyword(s):  
Student Engagement ◽  
Classroom Management ◽  
Instructional Strategies ◽  
Instructional Practices ◽  
Self Efficacy ◽  
Management Strategies ◽  
Efficacy Beliefs ◽  
Structured Interviews ◽  
Classroom Management Strategies ◽  
Efl Teachers

This study investigated Iranian EFL teachers’ self-efficacy beliefs (TSEBs) about instructional strategies, student engagement and classroom management strategies they adopt for teaching. It also examined the relationship between TSEBs concerning the three sub-efficacies and teachers’ use of (non) communicative instructional practices. The participants of the study were 48 EFL teachers in Iranian language institutes. A survey questionnaire, semi-structured interviews, and classroom observations were administered to collect the data needed. The results demonstrated that teachers regarded themselves as high-efficacious, and there was a moderate positive relationship between TSEBs in terms of the three sub-efficacies and communicative instructional practices. TSEBs towards instructional strategies had the highest contribution to explaining communicative practice, which was also confirmed by the interview results. The data from observations indicated that TSEBs were not realized regarding instructional strategies, but student engagement and classroom management strategies were reflected in teachers’ instructions.

scholarly journals An Investigation of Pre-Service EFL Teachers’ Self-Efficacy Beliefs

2019 ◽  
Vol 3 (1) ◽  
pp. 41
Author(s):  
ÖZGÜL BALCI ◽  
FAHRETTİN ŞANAL ◽  
SELMA DURAK ÜĞÜTEN
Keyword(s):  
Student Engagement ◽  
Classroom Management ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
State University ◽  
Sense Of Efficacy ◽  
Multiple Comparison Test ◽  
Efl Teachers ◽  
High Level ◽  
The University

The purpose of this study was to investigate pre-service English as a foreign language (EFL) teachers’ self-efficacy beliefs. The study was a descriptive study based on a single screening model. A total of 291 freshman, sophomore, junior and senior students studying at a state university in Turkey during the fall semester of the academic year 2018-2019 participated in the study. Teachers’ Sense of Efficacy Scale (TSES) which was originally developed by Tschannen-Moran & Woolfolk Hoy (2001) and adapted into Turkish by Çapa, Çakıroğlu, and Sarıkaya (2005) was used to determine pre-service EFL teachers’ self-efficacy beliefs. Pre-service EFL teachers’ self-efficacy beliefs were analyzed by descriptive statistics.  Differences in participants’ self-efficacy perceptions by class level were analyzed by one-way ANOVA. The Tukey multiple comparison test was used to determine significant differences among the different class levels. Research results revealed that pre-service EFL teachers had relatively high-level teacher self-efficacy perceptions in general and for classroom management, student engagement and instructional strategies subscales. Also, it was found that juniors had significantly higher scores than sophomores in both total scale and student engagement subscale. Total and subscale scores at other class levels did not differ significantly.  It was suggested that pre-service EFL teachers’ self-efficacy perceptions should be considered with greater attention in the ELT program at the university and special efforts are required to strengthen seniors’ self-efficacy perceptions.

scholarly journals The relationship between preschool teachers’ self-efficacy beliefs and their teaching attitudes

2020 ◽  
Vol 9 (4) ◽  
pp. 807
Author(s):  
Kamil Arif Kırkıç ◽  
Fatma Çetinkaya
Keyword(s):  
Regression Analysis ◽  
Classroom Management ◽  
Self Efficacy ◽  
Preschool Teachers ◽  
Personal Information ◽  
Efficacy Beliefs ◽  
Laissez Faire ◽  
Teaching Attitudes ◽  
Teachers Attitudes ◽  
The Relationship

This study examined the relationship between preschool teachers’ selfefficacy beliefs and their teaching attitudes. In the study, it was considered whether preschool teachers’ self-efficacy beliefs and their teaching attitudes change in terms of certain variables. The research was carried out using a correlational survey model. The target population of the study is the preschool teachers working in Küçükçekmece district, İstanbul Province, in the 2017-2018 academic year. The working group consists of 264 preschool teachers working at the schools in said district. The following assessment instruments were used in the research: “Personal Information Form,” “Preschool Teachers’ Self-efficacy Beliefs Scale,” to identify preschool teachers’ self-efficacy beliefs and ‘Preschool Teachers’ Teaching Attitudes Scale’ to determine the teachers’ attitudes. The obtained data were analyzed using Pearson multiplication moment correlation analysis, and Regression analysis was performed to determine the level of self-efficacy beliefs of preschool teachers affecting teaching attitudes. Preschool teachers were found to have full self-efficacy beliefs in the teaching-learning process, communication skills, planning, and regulation of learning environments and classroom management, and firm self-efficacy beliefs in family participation. Teachers’ attitudes of preschool teachers were found to be democratic at the highest level, followed by autocratic and laissez-faire at the lowest level. As a result of the regression analysis made to determine the level of the effect of self-efficacy beliefs of preschool teachers on their teaching attitudes, the learning and teaching process positively predicts democratic teaching attitudes and negatively predicts laissez-faire attitudes.

Multilevel analysis of the relationship between principals’ perceived practices of instructional leadership and teachers’ self-efficacy perceptions

2017 ◽  
Vol 55 (1) ◽  
pp. 49-69 ◽  
Author(s):  
Mehmet Sukru Bellibas ◽  
Yan Liu
Keyword(s):  
Student Engagement ◽  
Instructional Leadership ◽  
Classroom Management ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Mixed Model ◽  
School Level ◽  
Content Type ◽  
Service Training ◽  
The Relationship

Purpose The purpose of this paper is to investigate the extent to which principals’ instructional leadership predicts teacher self-efficacy, in order to identify whether a relationship exists between principals’ perceived instructional leadership practices and teachers perceived self-efficacy in classroom management, instruction, and student engagement, while controlling for several principal, teacher, and school characteristics. Design/methodology/approach The data employed in this study were both teacher- and school-level data sets obtained from the Teaching and Learning International Survey, which was administered by the Organization for Economic Co-operation and Development in 2013. A two-level mixed model was employed in the analysis of the data by adding adjusted weights at both levels for the complex survey data. Findings The results indicated a significant and positive relationship between principals’ perceived instructional leadership practice and teachers’ self-efficacy in all three aspects. Also, gender, experience, tenure status, and formal in-service training of teachers were found to be the key factors that have significant effects on teachers’ self-efficacy perceptions. Practical implications Findings suggested that international effort for mandating instructional leadership in schools is a worthwhile strategy, which can help teachers develop a greater sense of ability in classroom management, instruction, and student engagement. Originality/value This study is the first of its kind to examine the relationship between instructional leadership and teachers’ perceived self-efficacy in multiple areas related to teaching.

scholarly journals The intervention of online teaching practicum to teachers’ sense of self-efficacy

2021 ◽  
Vol 10 (37) ◽  
pp. 190-201
Author(s):  
Suleyman Celik
Keyword(s):  
Student Engagement ◽  
Classroom Management ◽  
Student Teachers ◽  
Instructional Strategies ◽  
Mixed Method ◽  
Self Efficacy ◽  
Online Teaching ◽  
Sense Of Self ◽  
Structured Interview ◽  
Teaching Practicum

The purpose of this explanatory mixed method study was to investigate the effect of Online Based (OB) and Field Based (FB) teaching practicum experience on student teacher (ST)s’ sense of self efficacy levels in instructional strategies, student engagement and classroom management within the Faculty of Education at a private university in Erbil, Iraq. An explanatory mixed method was designed with two treatment groups. Both groups were administrated the Teacher Sense of Self-Efficacy Scale (TSES) theorized by Tschannen-Moran and Hoy (1998) . Since the results of the survey was different from what is being expected, a semi structured interview was held with a ST from each department. Results from the t-test demonstrated that the OB group (OBG) students demonstrated a very high-level sense of self-efficacy in terms of instructional strategies, student engagement and classroom management. However, after the interview it was figured out that the FB group (FBG) students improved their self-efficacy in the authentic school environment. This study demonstrated the importance of continuous, appropriate and authentic challenges in eventually establishing a stable sense of self-efficacy among student teachers.

scholarly journals Examining the measurement invariance of the teachers' sense of self-efficacy scale in terms of gender

2019 ◽  
Vol 8 (2) ◽  
pp. 213
Author(s):  
Yıldız Burcu Doğan ◽  
Huseyin Akar ◽  
Mehmet Üstüner
Keyword(s):  
Student Engagement ◽  
Classroom Management ◽  
Instructional Strategies ◽  
Measurement Invariance ◽  
Self Efficacy ◽  
Sense Of Self ◽  
Turkish Version ◽  
Current Structure ◽  
Configural Invariance ◽  
Turkish Culture

<span>The aim of this research </span><span lang="IN">was</span><span> to analyze the measurement invariance of the "Teachers' Sense of Self-Efficacy Scale," developed by Tschannen-Moran and Hoy, and adapted into Turkish and Turkish culture by Çapa, Çakıroğlu and Sarıkaya, with respect to gender. Turkish version of the scale consists of 24 items and 3 subscales. The scale measures pre-service teachers' and teachers' sense of and belief in self-efficacy for student engagement, classroom management and instructional strategies. Research revealed that the scale is being used by a myriad of researchers. The sample of this study consists of 267 female, 163 male pre-service teachers who participated in the Pedagogical Formation Certificate Traning at Inönü University in the 2017-2018 academic years. First of all, CFA was executed in order to confirm the validity of the scale's current structure for both genders which was confirmed based on the analysis results. Then, MGCFA was executed to analyze the scale's measurement invariance in terms of gender. The results of the MGCFA indicated that the scale has the measurement invariance with respect to gender at each of the stages of strict, metric, scalar and <br /> configural invariance.</span>

Kepimpinan Transformasional Pengetua dan Efikasi Kendiri Guru: Satu Kajian Empirikal di Sekolah Menengah Persendirian Cina di Pulau Pinang, Malaysia

2020 ◽  
Vol 35 (2) ◽  
pp. 17-37
Author(s):  
Bee Chen Wong ◽  
Lei Mee Thien
Keyword(s):  
Transformational Leadership ◽  
Student Engagement ◽  
Classroom Management ◽  
Instructional Strategies ◽  
Self Efficacy ◽  
Positive Relationship ◽  
Significant Positive Relationship ◽  
Significant Relationships ◽  
Teacher Self Efficacy ◽  
Variance Explained

The purpose of this study was to identify the relationships between transformational leadership dimensions and the dimensions of teacher self-efficacy in Malaysian Chinese Independent High Schools (CIHS) in Malaysia. This study employed a cross-sectional quantitative survey research design. Data were collected from five CIHS in Pulau Pinang. A total of 384 respondents from CIHS were participated in this study. This study used partial least squares structural equation modelling (PLS-SEM) approaches for data analysis. Findings showed that the charisma dimension has significant relationship with each dimensions of teacher self-efficacy: instructional strategies (β = 0.244, p < 0.05), classroom management (β = 0.264, p < 0.05), and student engagement (β = 0.192, p < 0.05). However, dimension of motivation inspiration has no significant relationships with each dimension of teacher self-efficacy: instructional strategies (β = −0.159, p = 0.061), classroom management (β = −0.185, p = 0.066), and student engagement (β = −0.195, p = 0.068). The dimension of individualised consideration has no significant positive relationship with instructional strategic (β = 0.109, p = 0.130). However, individualised consideration has significant positive relationship with classroom management (β = 0.309, p = 0.001) and student engagement (β = 0.336, p < 0.001). The dimension of intellectual motivation has significant positive relationship with instructional strategic (β = 0.225, p = 0.016). In contrast, no significant relationships were found between intellectual motivation and classroom management (β = 0.100, p = 0.162) as well as intellectual motivation and student engagement (β = 0.336, p < 0.001). Transformational leadership contributed 16.1% variance explained on instructional strategies, 15.8% variance explained on classroom management, and 18.1% variance explained on student engagement dimension. Implications and direction for future studies were discussed.

scholarly journals The Relationship between Resilience and Perceived Practicum Stress: The Mediating Role of Self-Efficacy

2017 ◽  
Vol 9 (1-4) ◽  
Author(s):  
G. K. Ngui ◽  
Y. F. Lay
Keyword(s):  
Classroom Management ◽  
Instructional Strategies ◽  
Self Efficacy ◽  
Measurement Model ◽  
Mediating Effect ◽  
Equation Modeling ◽  
Trainee Teachers ◽  
Mediating Role ◽  
The Relationship

The purpose of this study is to determine the mediating role of three subdimensions of self-efficacy (instructional strategies, classroom management and students’ involvement) on the relationship between resilience and trainee teachers’ perceived practicum stress. Hypothesized multivariate model was tested using partial least square-structural equation modeling (PLS-SEM) with SmartPLS3.0 to determine the mediating effect self-efficacy on of these variables. The reflective measurement model analysis indicated a good statistical fit. The structural measurement model showed that resilience has a significant relationship with instructional strategies, classroom management and students’ involvement. The relationship between resilience and perceived practicum stress was also significant. However, the result showed that although classroom management was a significant mediator of the relationship between the studied variables, instructional strategies and students’ involvement were not. Hence, this implied that efficacy in classroom management enables trainee teachers to reduce perceived practicum stress more than efficacy in instructional strategies and students’ involvement.

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